Fitting In: Altering identity in order to achieve belongingness

Fitting In.pdf

Dublin Core


Fitting In: Altering identity in order to achieve belongingness




The pressure to fit in, to be accepted, or to be liked starts early and never seems to end. Starting school in kindergarten, children begin to consider how to make friends. What things can they do to make and keep friends?
This dilemma does not end with graduation. Adults often fight with what trends to follow in order to maintain a high social status, or to remain in certain groups of individuals. Due to the intense need to belong and often blinded by being popular, cool, or desirable, some individuals will alter their identities, whether in fantasy (such as a computer avatar) or reality (keeping up with the latest trends even though it is disliked by the individual).
It is often hard to tell these days who a person truly is. With great advances in technology in recent years, identities can be created in a blink of an eye, so anyone can become anything or belong to any group desired. In addition, this rise in technology has also created an increase in exposure to the media. Individuals are often bombarded by stereotypes and Photoshopped images, creating false ideas and making it harder for individuals to sometimes fit into desired groups.
In this unit, learners will begin by sharing personal experiences about peer pressure. Learners will reflect how peer pressure has or could change their daily decisions and if peer pressure has affected who they are. Learners will describe the connections between peer pressure and the need to belong. Learners will also discuss how technology and the media are affecting identity. Learners will recall and name examples. Lastly, learners will create a personal alternate identity using a photograph, transparency, and permanent markers.


Molly D. Chance


1. CMA 1963.26
- Portrait of an Artist, Mauricio Lasansky, 1961, engraving, etching, soft ground, drypoint, and electric stippler
2. CMA 1995.7.9
- Portrait of a Poet: Kenneth Koch, Alex Katz, 1970, lithograph


Handheld Art


Columbia Museum of Art

Unit Plan Item Type Metadata


11 classes


Visual Arts Standards:
1. VA6-1.1 Identify the materials, techniques and processes used in a variety of artworks.
2. VA6-1.2 Describe the ways that different materials, techniques, and processes evoke different response in one who is creating or viewing artworks.
3. VA6-1.4 Use art materials and tools in a safe and responsible manner.
4. VA6-2.3 Select elements and principles of design to create artworks with a personal meaning.
5. VA6-3.1 Identify and describe the content in works of visual art.
6. VA6-3.2 Select and use subject matter, symbols, ideas and the elements and principles of design to communicate meaning through his or her art making.
7. VA6-3.3 Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art.
8. VA6-4.2 Discuss and write about ways that time, location, climate, resources, ideas, and technology give meaning and value to an artwork.
9. VA6-5.2 Describe, discuss, and evaluate, both orally and in writing, the different qualities and characteristics of his or her own artworks and those of others, including works by South Carolina artists.

Media Arts Standards:
1. MA6-3.1 Explain the ways that a variety of media texts address their intended purpose and audience.
2. MA6-3.2 Interpret media texts using overt and implies messages as evidence for his or her interpretations.
3. MA6-3.3 Evaluate the effectiveness of the presentation in media texts (for example treatment of ideas, information, themes, opinions, issues).
4. MA6-3.4 Explain why different audiences might have different responses to a variety of media texts.
5. MA6-5.1 Analyze ways that information from past and present culture has influenced the evolution of the media arts.
6. MA5-6.1 Describe and discuss human, cultural, and societal issues related to the media arts and the use of technology.


1. The learner will reflect on personal experiences to discuss peer pressure with classmates.
2. The learner will view artists and discuss the use of altering identity.
3. The learner will discuss how technology and media are affecting identity.
4. The learner will create an alternate identity through the use of drawing and photography.
5. The learner will write a short story in the perspective of their new identity.


- Notecards
- A variety of magazines
- Digital cameras
- Transparencies
- Permanent markers
- Pencils and erasers
- Notebook paper

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